Learner using VLE for the first time

Date

15th June 2015

Brief overview

Last week I was taking a learner, studying team leading, through a virtual learning environment that I had written, and a colleague had created, via Articulate software.  The VLE is designed to be easy to use and comprises of an e-workbook that sets out the performance criteria followed by guidance, explanation and a few external links and then followed by an Adobe box for the learners to type in their answers or to list evidence they will use to prove their competence.  The external links within the guidance section connect to the VLE which comprises of a number of resources for each unit including videos, podcasts, templates and short animated teaching sections.  To move between the e-workbook and the VLE you use the icons on the bottom tool bar.  

What went well & why?

The learner commented that she liked the structure that the VLE gave her as it told her the types of evidence she needed to collect and gave her the guidance on the topic there and then and stopped her having to search out the information.  At level 2 I think this level of support is appropriate and I was pleased that she took to the format of the VLE so well.  The learner was able to move between the sections after initial instruction and by the end of the session seemed very confident in how to use the resource.

What didn't go so well and why?

At the start of the session the internet connection in the company was poor and the video kept buffering.  I was able to tether my phone to boost the signal and luckily my phone had sufficient charge to last the session but that was luck rather than judgement!  Internet connection seems to be an ongoing issue with delivering ICT.
Annoyingly the adobe boxes would not allow the learner to type into them so the learner printed out the e-workbook and was going to write her answers in, which she seemed more comfortable with, but it stopped the VLE resource being so digital in nature.  Ensuring that whatever equipment or software is being used works correctly is another issue that causes anxiety for the trainer and can cause the learner to lose interest or build barriers to the idea of such resources.

What theory assists me in this?

1. Ensuring you find the 'hook' to engage the learner.
2. Allowing the learner enough time to practice in order to feel confident.
3. Using kinaesthetic methods to ensure that the learner could use the equipment

The 'hook' for this learner, who wasn't particularly confident in ICT, was that everything she needed to complete that unit was in the VLE.

As discussed in Teaching Today (Petty,2009) allowing sufficient time and resources for learners to practice using a new tool themselves will increase their confidence and improve their recall of the tool as compared to showing a learner or telling them about the tool.  

What would I do differently next time?

Next time I would check all resources were fully functioning well ahead of the session to allow time for any 'repairs' that may be needed. Early preparation seems to be even more important than ever!
I would ensure my phone was fully charged in case it needed to be used for tethering.

What will I keep the same?

The timing and pace of the session worked well and was led by the learner rather than myself.  The kinaesthetic nature of the session also worked well.

Software I have researched

As part of my action plan that I started on my first blog I decided to try and practice at least one bit of software each week.  This time I have chosen Prezi as although I have used it before I have never done anything beyond the basics and I also have difficulty exporting it to others so they can view it.
This youtube video is a bit laborious but it does explain the basics in easy to understand language and from an educators point of view. //www.youtube.com/watch?v=7LjR6j8XKqk
I have continued to play with prezi and I am getting better at ordering slides and inserting images etc. I do still find that the ordering can get messy and the more I use any sort or presentation software the more I think it should be used for mainly images, videos and key words on the whole, but I will keep researching!!

What do I need to do?	Why do I need to do it?	How will I do it?	Support needed	Progress checking 1	Progress checking 2	Signed off as complete
Experiment with blogger.com in order to use it quickly.	To increase ease and efficiency of using the software	Start using to complete homework via this website	None	12/6/15 completed  15/6/15	/18/6/15	20/6/15
Learn how to convert WAV files to mp3 files	So I can download voice recorded blogs on my phone to store on laptop.	Speak to ICT trainer.	ICT trainer	/16/6/15	/
Take 1 piece of software listed on day 2 slides (in triangle diagram) and practice with selected software/app. Reflect on uses and weaknesses etc as part of blog.	Increase my knowledge of what is available.	Locate day 2 slides. Save relevant slide. Use internet to research	None	Mon 15thJune	Fri 19thJune

Session 2 and learning to date - reflection

Assignment 1 As part of your learning programme, you are required to reflect on your learning and use your reflections to produce an action plan for improvement. Please use your prior research to provide evidence for: Unit 316 1.3 Identify 2 models and 2 methods of reflective practice. 1.4 Justify the selection of a model of reflective practice for use when delivering digital literacy learning. 

1.5 Describe a minimum of 4 components of a digital reflective practice record. 3.1 Create an on-going digital reflective practice record. 3.5 Develop a personal action plan. Please reference your work to the criteria above. Thank you


Unit 316 1.3 
2 models of reflective practice
The 2 models I researched were Kolb's Learning Cycle and Atkins and Murphy.

Kolb's learning cycle is arguably easiest to understand in visual format as shown here:-

The cycle can be started at any stage but is most often started at the the Experience stage.  To explain this cycle I will provide an example:

A trainee teacher delivers a 5 minute presentation on a software app to their peers (Experience).  

The session received mixed reviews. After reflecting on the session and the feedback received, the trainee teacher concluded that the session failed to meet its objectives as the software was slow due to poor internet connection and the trainee teacher also failed to go at the pace of the slowest learner, resulting in some learners failing to understand the session.  (Observations and reflections)

The trainee teacher spoke to their teacher to gather ideas about improving internet connection, such as the use of dongles or tethering mobiles, and read up on training methods in specialist teaching books and journals. (Development of ideas)

The trainee teacher planned their next session to include back ups to overcome internet strengths and planned in time to allow for testing prior to session.  They adjusted the training plan training plan to include less criteria to be covered, allowing a more realistic time-frame in the session. (Testing in practice)

This model links well to the unnamed reflective model of:

What went well and why?

What didn't go so well and why?

What would I do differently next time?

This sets out a structure to use within the reflection section.  To be most effective the reflection should include research along with feedback from others as was discussed in Kolb's example.

The second method is Atkins and Murphy (1993)

This method expands on the basic principles of Kolb and other similar models, such as Gibbs', by including other factors that may allow for deeper reflection such as assumptions and feelings.  However, this model in my opinion loses some of the simplicity of previous models, which if used in conjunction with theory can produce real learning.

2 methods of reflective practice

The first method I have chosen to look at is Blogs.  Websites such as blogspot or blogger are ideal for this purpose.  Blogs allow you to write down a reflective review and, if required, allow others to add to, or comment, on your blog to create group learning.  The blogs can then be published online and can be accessed for as long as the website remains online.

There are several difficulties with reflective practice, such as, reflective writing which is a skill in itself.  However, the main issue seems to be time!  People often struggle to find time to reflect effectively and formally.  The next method may be of use to them as it can be completed almost anywhere, including in the car on the way home after teaching!!

Voice recording of reflective practice. (copy and paste the below link for overview of different options)

http://android.appstorm.net/roundups/utilities-roundups/10-powerful-audio-recording-apps/

By using a voice recorder reflective thoughts, following any model, can be instantly captured.  These can be played back to allow for more indepth reflection later, just as past blogs or other written reflective accounts can be reviewed at leisure after the event.  

These two methods can be achieved free of cost using the free websites and apps available and can be ready for use within minutes.  For auditory learners the voice recording method may be of interest whilst visual learners may prefer the blogs. 

I have previous experience of using blogs to record my reflective practice and they worked very well as they were easy to use, allowed a free writing format that could include pictures, hyperlinks etc and did not constrict what was to be written with pre-formatted headings or text boxes as happens in journal style apps.  They look professional upon completion and can be viewed as a resource for colleagues or as part of a community of like-minded reflectors who can reflect and comment upon each others' reflections.  

1.4 Justify the selection of a model of reflective practice for use when delivering digital literacy learning.

The model I have chosen to use is the unnamed model that was discussed, linked to Kolb's learning cycle.  I have chosen to use these 2 models is that Kolb, whilst being criticised for not encouraging critical reflection can easily be adapted to increase it's usefulness through the input of feedback prior to reflection and the inclusion of research on theory where appropriate.

1.5 Describe a minimum of 4 components of a digital reflective practice record.

Digital collaboration:  A blog used as a digital reflective practice record allows the writer of the blog to invite peers to read and comment on the blog to add their thoughts and opinions to your reflection.

Digital Creativity: A blog allows free format writing, the insertion of images and videos and podcasts as well as hyperlinks to external information on the internet.

Digital learning: A blog allows learners to utilise information on the internet and combine it and develop from it easily and record on the blog, in a much more efficient method than recording on paper.  Other people's blogs can also be used as reference material to aid understanding and develop learner's learning.

Digital literacy - Through the use of a blog a learner can develop their skills in order to evaluate and integrate information from multiple formats via the internet and other digital resources such as email content, other blogs etc and judge it's usefulness, validity and relevance in relation to their chosen reflection.  

Components of digital reflective practice record should include, as a minimum, the points set out in Kolb's diagram below, as discussed previously.  In addition to this it is good practice to include theory and feedback from learners or relevant peers.

3.1 Create an on-going digital reflective practice record. 3.5 Develop a personal action plan. Please see future blogs for on-going reflective practice and continuation of action plan. Template for reflective blog see below. The below sub headings and action plan will be used each time to maintain continuity.  They will be copy and pasted across and added to.

Day 2 Digital Literacy

What went well - why?

I felt much more relaxed this time going into the session as I was less nervous of the technology.

What did not go well - why?

What will I do differently next time?

Theory/research to back this up.

Action plan

What do I need to do?	Why do I need to do it?	How will I do it?	Support needed	Progress checking 1	Progress checking 2	Signed off as complete
Experiment with blogger.com in order to use it quickly.	To increase ease and efficiency of using the software	Start using to complete homework via this website	None	12/6/15	/	12/6/15
Learn how to convert WAV files to mp3 files	So I can download voice recorded blogs on my phone to store on laptop.	Speak to ICT trainer.	ICT trainer	/	/	11/6/15
Take 1 piece of software listed on day 2 slides (in triangle diagram) and practice with selected software/app. Reflect on uses and weaknesses etc as part of blog.	Increase my knowledge of what is available.	Locate day 2 slides. Save relevant slide. Use internet to research	None	Mon 15th June	Fri 19th June

Template for my DL blogs going forward

Date

Brief overview

What went well & why?

What didn't go so well and why?

What theory assists me in this?

What would I do differently next time?

What will I keep the same?



Action Plan
What do I need to do?
Target dates
Completed date

Models and methods of reflection

There are numerous models of reflective practice ranging from simple, common-sense models that outline;

• What went well?
• Why?
• What didn't go well?
• Why?
• What will I do the same next time?
• What will I do differently next time?

or Rolfe's framework:

• What? (Describe the situation)
• So what? (Theory and knowledge building)
• Now what? (How to improve the situation)

through to Roth (1989) who summarises Reflective Practice as:

• Questioning what, why, and how one does things and asking what, why and how others do things
• Seeking alternatives
• Keeping an open mind
• Comparing and contrasting
• seeking the framework, theoretical basis, and/or underlying rationale
• viewing from various perspectives
• asking "what if.."
• Asking others' ideas and viewpoints
• Using prescriptive models only when adapted to the situation
• Considering consequence
• Hypothesising
• Synthesising and testing
• Seeking, identifying and resolving problems.

Which ever model you choose, whether it is simple or more complex there are various methods you can use to complete this reflection.  It can be formal, e.g. for a course an overall review could be carried out. A less formal approach could simply involve the trainer reflecting back on a session and considering the various activities carried out as part of their teaching. There are various techniques which can help in this reflective process:

• Keeping a journal, reflecting in writing, on the various training sessions delivered.

• Critical incident analysis, this approach is where key incidents during the training are analysed and evaluated. It is important to remember that this should involve positive events as well as those where the training did not achieve its objectives.

• Mind mapping, this involves the trainer in 'drawing' the ideas surrounding a particular concept or problem in the form of a 'mental map', this allows the trainer to reflect, clarify and reshape their ideas.

• Peer review involves other trainers observing the training and providing their feedback.

• Mentoring involves using another, usually more experienced trainer, to act as an advisor.

• Identifying a critical friend. This individual is enlisted as a listener and 'sounding board' by the trainer.

• Online training communities. Technology now allows trainers with common interests to share problem-solving techniques and examples of good practice. (like this blog!)

Reflective practice should not always be thought of as a solitary process to be carried out by an individual trainer. It can be useful to involve others in the process: